How to Improve the Honesty of Students in Indonesia? Sufism-Based Islamic Education Model as An Alternative

Rahmat, Munawar; Yahya, M. Wildan

doi:10.18488/journal.61.2021.91.80.92

Cited by 10 publications

(8 citation statements)

References 10 publications

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“…Furthermore, moral education based on the core Sufistic character increased the noble character of students (Rahmat et al, 2016), and religious education based on this teaching has succeeded in improved their substantive diversity. Sufism-based religious education methods have also increased students' honesty (Rahmat & Yahya, 2021a). Similarly, the development of inclusive PAI teaching materials has effectively enhanced students' religious tolerance (Rahmat & Yahya, 2021b).…”

Section: Discussionmentioning

confidence: 99%

Building Moderate Islamic Thoughts in Indonesian Students Through Dialogue-Argumentative Methods

Yahya

Rahmat

2021

Acad. J. Interdiscip. Stud.

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Although the Indonesian Constitution guarantees freedom of religion for every citizen, the problem of religious harmony is still existent. Intolerant Islamic groups are very active in voicing that non-Muslims and minority schools of thought are deviants and infidels. The term ‘religious harmony’ is one of the competencies in the national curriculum of universities but is unfortunately weak in implementation. These research results showed that most students have an exclusive and intolerant religious mindset. Therefore, this study aims to test the effectiveness of the dialogue-argumentative method in Islamic Religious Education (PAI) to build moderate thinking patterns among students by employing a quasi-experimental research method. The research sample, which comprised 300 students participating in the PAI course, was divided into 150 persons, each placed into the four experimental and control classes. Before and after the lecture, pre-tests and post-tests were provided for both groups of students. The research proved that the dialogue-argumentative method was a more effective alternative in building moderate Islamic thinking patterns among students. However, the researchers also need to find models, methods, or other means that are much more effective than these findings. Received: 25 January 2021 / Accepted: 24 March 2021 / Published: 10 May 2021

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Section: Discussionmentioning

confidence: 99%

Building Moderate Islamic Thoughts in Indonesian Students Through Dialogue-Argumentative Methods

Yahya

Rahmat

2021

Acad. J. Interdiscip. Stud.

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“…Islamic morality is present as an important concept of educational practice so that it follows religious law. One example of the application of Islamic morals in education is the establishment of regulations that integrate the elements of religious morals (Syaparuddin, 2020;Rahmat & Yahya, 2021). Ishak & Abdullah (2013) revealed that Islamic morals are taught at schools through curriculum design and character-building extracurricular activities.…”

Section: The Moralitymentioning

confidence: 99%

The Best Strategy for Student’s Islamic Character Development Program in Public University

Suyadi¹,

Darmiatun²,

Barizi³

et al. 2023

IJRISS

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The good character of public university students contributes to anticipating the potential for nation’s moral degradation. Islamic character education, which is believed to be closely related to controlling daily moral ethics, is taught through Islamic religious as well as personality development lectures. This study aims to analyze the educational model of forming Islamic character for students in search for the best strategy to build the students’ piety in expressing Islamic character. A total of 529 undergraduate students in the second semester of the Faculty of Animal Husbandry, Brawijaya University of Malang, Indonesia became the respondents of the study. They have had the experience in attending Islamic religious lectures and involved in religious activities. WarpPLS software is used to analyze the structural model of students’ Islamic character development (IC) which involves the roles of religious lectures (RL), non-religious lectures (NRL), and mentoring programs (MP). The results showed that the highest direct correlation path coefficient was found in MP to IC (0.413; P<0.001) compared to the others: RL to IC mediated by MP (0.347; P<0.001) and NRL to IC mediated by RL and followed by MP mediation (0.254; P<0.001). The results of the study concluded that the mentoring programs (MP) had the most influence in building the students’ Islamic character (IC).

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“…The integrity of character, particularly the value of honesty, in Indonesia often faces significant challenges in various aspects of life (Rahmat & Yahya, 2021;Rosmi & Syamsir, 2020). The main issue that arises is the low level of honesty among the community, including within educational environments, workplaces, and social relationships (Ampuni et al, 2020;Maulidi, 2020).…”

Section: Introductionmentioning

confidence: 99%

Implementation of Honesty Canteen Program as Character Education Strategy in Elementary Schools

Hidayat

2024

baileofisip

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Integrity character, particularly the value of honesty, among elementary school students often faces significant challenges. Studies on cheating in exams and reports from teachers and school supervisors provide concrete evidence that this issue remains relevant and requires serious attention. The aim of this research is to describe the implementation of the honesty canteen program as a character education strategy at State Elementary School 10 Regol Garut. A qualitative approach using a case study method was employed in this research. Data collection techniques included observation and in-depth interviews. Data analysis followed the Miles and Huberman model, utilizing data condensation, data display, and conclusion drawing/verification techniques. The findings indicate that integrity character education in elementary schools is carried out through four activities: routine activities, spontaneous activities, exemplary activities, and conditioning, with the implementation of two systems, namely self-service and active student involvement. However, several challenges persist, such as some students' difficulty in practicing honesty, income disparities, and implementation constraints. Efforts to address these challenges include issuing warnings, providing guidance, and enhancing service quality and management. This study provides a comprehensive overview of the implementation of the honesty canteen program as part of efforts to enhance the integrity character of elementary school students.

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How to Improve the Honesty of Students in Indonesia? Sufism-Based Islamic Education Model as An Alternative

Cited by 10 publications

References 10 publications

Building Moderate Islamic Thoughts in Indonesian Students Through Dialogue-Argumentative Methods

Building Moderate Islamic Thoughts in Indonesian Students Through Dialogue-Argumentative Methods

The Best Strategy for Student’s Islamic Character Development Program in Public University

Implementation of Honesty Canteen Program as Character Education Strategy in Elementary Schools

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